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Social Responsibility of Business Organizations
Social Responsibility of Business Organizations
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Introduction
Social responsibility can be defined as a positive relationship that various business organization shares with the society in order to promote both moral and social accepted behaviors in the society. In most cases, social responsibility involves ethical and legal behavior systems of the organization in order to cater for the community social, cultural, economic as well as environmental needs. This usually results into positive development and growth of the society in which the business organization is based.
Social responsibility provides various strategies for the firm to help and support the society including provision socially responsible activities to the society. It allows an organization to work towards the social welfare of the community including providing various societal interests by the organization. Therefore, the main purpose of this paper is to discuss social responsibility of business organizations.
The Social Responsibility of Business Organizations
Social responsibility involves acting sensitively towards the social, economic as well as towards the cultural needs of others by the business organization especially in the community in which the firm operates. This includes provision of various community services and activities that cater for the social welfare and interests of the society at large. In most cases, the main aim of social responsibility in various business organizations is to provide ethical, as well as moral support towards the social, as well as environmental issues in the community. This usually results into a positive development and economic growth of the society as a business organization provides ethical standards of services and products to the society. Socially responsibility involves provision of high integrity as well as high accountability levels by the business organization leading to the positive impact towards others in the society. Transparency and high levels of credibility are also achieved through social responsibility in various business organizations.
According to various research studies, social responsibility is one of the major factors that promote ethical and legal policies in the business organization leading to proper economic development of the organization through morally acceptable standards. It allows a business organization to consider their actions towards others in the society and to avoid exploitation of the society. Social responsibility of business organizations involves integration of the community in various activities of the organization including various activities and duties that the firm offers to the society. It is usually very imperative that the business organization should consider its employees, customers as well as members of the local community in order to provide effective social responsibility. This is because social responsibility of business organization includes provision of several of high-quality services and good working conditions in the firm.
Social responsibility of business organization also takes into consideration the safety of the surrounding environment and aims at safeguarding and protecting the environment health system. A number of studies indicate that the social responsibility of the business organizations involves various social public activities including building of public facilities such as schools in a society in order to cater for the public social needs.
Conclusion
In conclusion, it is clear from this paper that the social responsibility of business organization involves the provision of various societal needs as well as economic issues of the community by the organization in an environment in which it operates. The main aim of social responsibility of business organization is to promote economic development of the society and the organization through socially acceptable procedures and ethical systems. In that sense, social responsibility of the business organization usually involves improvement and promotion of the welfare of the society through legal procedures.
Bibliography
Jones Christensen, Lisa, Alison Mackey, and David Whetten. “Taking Responsibility for Corporate Social Responsibility: The Role of Leaders in Creating, Implementing, Sustaining, or Avoiding Socially Responsible Firm Behaviors.” Academy Of Management Perspectives 28, no. 2 (May 2014): 164-178.
Gabriela, Săveanu Tomina, and Abrudan Maria-Madela. “Social Responsibility of Organizations. An Extended Literature Review.” Annals of the University Of Oradea, Economic Science Series 23, and no. 1 (July 2014): 1241-1246.
Homburg, Christian, Marcel Stierl, and Torsten Bornemann. “Corporate Social Responsibility in Business-to-Business Markets: How Organizational Customers Account for Supplier Corporate Social Responsibility Engagement.” Journal of Marketing 77, no. 6 (November 2013): 54-72.
Effects of Antibiotics and Disinfectants On bacteria
Effects of Antibiotics and Disinfectants On bacteria
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The workings of bacteria have formed a fundamental part of understanding of biology. However, there are variations as to the understanding of bacteria and the role that they play in the universe. In most cases, bacteria are thought of as disease causing organisms. In fact, this is the common riding phrase in the marketing of disinfectants, wherein the effectiveness of disinfectants is defined by its ability to “eliminate” bacteria. As much as pathogenic bacteria result in ailments such as bubonic plague, tetanus, tuberculosis, gonorrhea and pneumonia among others, they are a minute component of all bacteria. It is worth noting that the average human body incorporates a higher number of bacterial cells than human cells. The bacteria assist the human body in undertaking various, necessary functions. Moreover, bacteria assist in breaking down organic matter, make up base for food web in numerous environments, and help in the provision of nitrogen to agricultural crops.
While there is differentiation of the nature of different categories of bacteria, the working of disinfectants on them is virtually the same (Russell, 2002, pp. 87). Disinfectants may act on microorganisms such as bacteria in two varied ways. They may inhibit their growth or have a lethal action on them. However, disinfection mainly concentrates on the lethal action as the desired effect.
There exists some uncertainty as to the functioning of disinfectants on active molecules. A large number of scholars have underlined the notion that antiseptics and disinfectants function in a non-specific manner, which contrasts antibiotics that incorporate unique, cellular targets in the microorganisms (Russell, 2002, pp. 88). Nevertheless, disinfectant are often complex formulations pertaining to active molecules that sometimes incorporate acidic or alkaline agents, chelating agents, co-solvents, and anticorrosive or surface active products (Salyers & Whitt, 2005. pp. 78). It is worth noting that there may exist a significant variation in the media that surround target microorganism, as well as the state in which the bacteria is present. For example, bacteria that are incorporated in complex biofilm or even isolated. These are factors that affect the working of disinfectants on bacteria. Nevertheless, there are various ways in which antibiotics affect bacteria in carrying out their lethal action.
First, antibiotics and disinfectants act on the external membrane of bacterial wall. It is worth noting that a bacterium incorporates a membrane, which protects it from its environment. The integrity of the external membrane is extremely crucial for the survival and existence of the bacterium (Russell, 2002, pp. 89). The membrane incorporates basic compounds including lipopolysaccharides and phospholipids and is stabilized by the Ca ++ and Mg++ cations. In essence, when the ionized disinfecting molecules are repelled or absorbed by the electrical charges during the initial contact and absorption stage, various actions may occur (Salyers & Whitt, 2005. pp. 76). The non-polar molecules would dissolve and become lipids. In addition, specific carrying systems may allow for the entry of other molecules via the violated membrane and, the other molecules would have the capacity to disturb the membrane’s organization by adhering to certain sites, thereby, having lethal effects on the bacteria (Hugo, 1999, pp.45).
In addition, molecules from disinfectants and antibiotics may act on the bacteria wall. It is noteworthy that the bacterial wall comes as extremely crucial to the existence of the bacteria. It is known to confer rigidity on the organism and differs significantly between Gram-negative and Gram-positive-positive bacteria. The variation results in the diversity of the affinities characterizing hydrophilic disinfectants. Nevertheless, the adherence to the bacterial wall threatens the existence of the organism (Salyers & Whitt, 2005. pp. 76).
On the same note, the antibiotics may act on the bacteria’s cytoplasmic membrane. There are two ways in which active molecules of antibiotics may penetrate the bacteria’s cytoplasmic membrane. It may penetrate through passive diffusion, which is slow and non-specific. Alternatively, it may enter via active transport, which is specific and enables for the accumulation of various products in the bacteria after binding to the membrane protein or transformation (Salyers & Whitt, 2005. pp. 76).
In some cases, the antibiotics and disinfectants act on the energy metabolism of the bacteria. They may also act on the spores of the bacteria, which are essential for its existence. The presence and impermeability of the dipicolinic acid in the bacterial spores enhances their resistance to disinfectants (Hugo, 1999, pp.45). However, active molecules of disinfectants are known to incorporate highly oxidizing products including chlorine and hydrogen peroxide. These two products have the capacity to destabilize the structure of the spores (Hugo, 1999, pp.45).
All in all, there are variations in the manner in which disinfectants and antibiotics affect bacteria depending on their compounds. Products that contain peracetic acids oxidize and even denatures lipids and proteins in microorganisms, resulting in disorganization of their membrane. Iodine, on the other hand, decreases the bacteria’s requirements of oxygen. It interferes at the respiratory chain level of microorganisms by impending the transportation of electrons via electrophilic reactions with enzymes pertaining to the respiratory chain (Salyers & Whitt, 2005. pp. 76). In addition, iodine interacts preferentially with proteins pertaining to the cytoplasm membrane that have positive or neutral charge. Products that incorporate ozone are believed to act on the bacteria through oxidation. Ozone is known to activate the bacteriophages T4 andF2 by attacking protein capsid thereby releasing and activating the nucleic acids. These actions have fatal effects on the bacteria.
Bibliography
Russell, A.D, 2002, Mechanisms of antimicrobial action of antiseptics and disinfectants: an increasingly important area of investigation, Journal of Antimicrobial Chemotherapy.
Salyers, A. A., & Whitt, D. D. (2005). Revenge of the microbes: how bacterial resistance is undermining the antibiotic miracle. Washington, D.C., ASM Press.
Hugo, W. B. (1999). Disinfection mechanisms. In Principles and Practice of Disinfection, Preservation and Sterilization, 3rd edn, Blackwell Science, Oxford.
Intercultural competence includes
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes:
Knowledge of your own culture and how it has shaped your world view.
Knowledge of significant characteristics of other cultures.
Awareness of differences and similarities in cultures.
Ability to adjust your actions to successfully interact with someone of another culture.
How do we continuously improve our intercultural competence? First, by understanding that intercultural competence is complex, and it requires growing and maturing in three areas: mind set, heart set, and skill set.
Mindset is the domain where as we learn and engage with others, we recognize similarities and differences. A growth mind set requires self-awareness and cultural awareness.
Heart set is the domain where we learn to acknowledge, appreciate, and accept cultural differences. There are six dimensions to your heart set:
Self esteem
Self-monitoring
Empathy
Open mindedness
Reserved judgment
Social relaxation
Listening
Skill set involves our intercultural agility; the ability to adjust your actions to successfully interact with someone of another culture. Specific skills include message skills, appropriate self-disclosure, behavioral flexibility, and interaction management.
WATCH THESE VIDEOS and review the power point on eCampus, and watch the following videos:
Defining Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQYThe danger of a single story | Chimamanda Ngozi Adichie
https://www.youtube.com/watch?v=D9Ihs241zegEngagement is the Answer! Cross-Cultural Lessons in Life and Psychology
Laura Johnson | TEDxUM https://www.youtube.com/watch?v=l0x4GPNz4HoIf I Could Change the World https://www.youtube.com/watch?v=wuRURJ9E3iQKnowledge of civic responsibility includes:
Recognizing your civic responsibility to a specific community: locally, nationally, globally.
Identifying actions you will take as a citizen to address the pertinent issues within your community.
Engagement in a community includes:
Describing effective participation in civic engagement activities.
Understanding the purpose and benefits of your engagement in the community.
Intercultural Competence
PART I
Explore different cultures represented at Mountain View College, your job, organizations.
Define your culture – go beyond mentioning family, celebrating holidays, food, music, dance. Give examples. Why are these important? Include display rules (e.g., culturally accepted ways of communicating with others in your culture).
Discuss and record the things that you love about your culture. How has your culture shaped your identity and how you feel about your place in the world?
Discuss the misperceptions about your culture – what bothers you the most?
Discuss the contributions your culture has made to the community, state, country, and the world. Write about a specific psychologist (not the people cited in your textbook) from your culture. Describe his/her area of research and contributions to psychology (requires research).
PART II
Engage with a person from a culture that is different from yours, and about which you know very little. This person is your “culture” partner.
Before you sit down to talk to your partner, honestly reflect on and record perceptions that you have about this culture.
Allow your partner to discuss his/her culture in detail. Record what your partner says, including display rules.
Listen to and record what your partner loves about his/her culture.
Listen to and record the misperceptions about your partner’s culture – what bothers your partner the most? Did you believe any of these misperceptions?
Listen to and record the contributions that your partner’s culture has made to the community, state, country, or the world, including a psychologist. Record the person or group your partner tells you about.
PART III
After reflection on the experience, summarize your encounter in essay form.
Include a discussion that compares and contrasts the two cultures (yours and your partner’s).
As you learned about your partner’s culture, discuss any emotions/feelings you may have experienced. Did your perspective change? How? What psychological factors (e.g., stereotyping, perceptions, schemas, prejudice, “us vs them,” ignorance, motivation, personality) may have influenced your encounter, or could influence an encounter between people from your two cultures?
How did you adjust your actions to successfully interact with your partner?
Civic Engagement
PART IV: Partner Collaboration
(If your partner is someone in class, each partner will turn in an individual project)
With your “culture” partner, choose an issue that affects both of your cultures at a local, national, or global level. Define the issue and community (some examples: food insecurity, access to health care, access to education, immigration, LGBTQ, gender equity, racial equity, white privilege, climate change, housing availability, poverty, stress, mental illness, discrimination).
When analyzed with a lens of civic responsibility (see definition above), discuss what responsibility exists to address this issue.
Discuss the important and relevant issues that need to be addressed within the issue and “community” that you have chosen to focus on?
Discuss how one can effectively participate in civic engagement activities to address this issue? What already exists? What can be developed?
Discuss how your personal involvement could benefit you, your culture, and your partner’s culture.
Bonus: Actively engage in an event or activity that is related to the issue you chose. Discuss the experience.
Definitions of words in the instructions:
Explore – research, engage
Reflect – think deeply and honestly. Can also mean reflecting back to your partner what you heard him/her say.
Discuss – engage in a conversation with your partner. Also, when writing about the experience, be clear, accurate, precise, relevant, significant, in-depth, logical, and fair.
Record – Write down (see Discuss)
Research – Read, study, and provide evidence-based information (not your opinion). Include references and citations.
Listen – pay attention to what your partner is saying. Suspend judgment, be empathetic and open-minded.
ASSIGNMENT TIPS, GRADING and PROJECT DETAILS
This project is valued at 100 points and is due November 20, 2019, 11:59 PM uploaded on eCampus.
Do not rush through the assignment. Take time to get to know your partner. Think carefully about an issue that is important to you.
Your discussion/writing should be clear, concise, and in-depth. Your answers should demonstrate knowledge and understanding of your group’s culture and your partner’s culture, and how psychological principles apply to the encounter between you and your culture partner.
Research aspects: read reputable articles; visit credible websites; talk to people who are engaged in addressing the issue you chose. Visit, get involved.
As you develop your report, reflect on social or cultural barriers to interactions with members of the other culture. According to psychological principles, why is that?
Length: Minimum 3 pages (maximum 5 pages); typed, double-spaced, with 1” margins, 12-point font. Papers that are not typed will not be accepted. Grammar, style, and spelling account for 20 points of your grade. If the paper you turn in is illegible, you may forfeit all points for this assignment.
Style: To get started, answer the questions individually. If you get permission, you can record your conversation with your partner. Then, incorporate the answers into an essay. Paragraphs should transition logically. All answers must be in complete sentences using proper grammar and spelling. If you have concerns about your writing skills, please schedule a visit with the MVC Writing Center located in W114. This is an excellent, free resource.
Citations: You should have at least two (2) references to specific psychological theories to support your answers. The theories/concepts should be clearly related to your answers. Cite theory, author(s), main points, and how it supports your answer.
In Psychology, we use the APA format for citations (a tutorial link is provided on eCampus).
Do not include first names, book titles, or journal article titles in your written answers.
For example, if you cite information from your text, do not write: “According to Sandra Ciccarelli and J. Noland White in Psychology: An Exploration…”
Do write: According to Ciccarelli and White (2016), psychology is a fascinating discipline.
Direct quotes should be used sparingly (no more than two for the entire project) and only when the original author’s statement is the most effective way to state a concept or finding. You should always try to put other sources’ work in your own words.
If you use a direct quote, it should be no longer than one sentence.
Use proper citation for the quote:
“In any society, there will always be ingroups and outgroups, or us versus them” (Ciccarelli & White, 2016, p. 384).
According to Ciccarelli and White, “in any society, there will always be ingroups and outgroups, or us versus them” (2016, p. 384).
Periods go at the end of the sentence, but inside the closing punctuation, including quotation marks, if the quotation mark ends the sentence. Periods always go after the parenthesis. ( ).
A complete list of references should be at the end of your assignment (not included as part of the 3-page minimum).
Due Date: Final paper must be uploaded on eCampus by November 20, under the Intercultural Competence Project Tab. If you visit the Writing Center, please turn in the WC document before November 20.
This project will be graded using elements of the MVC Quality Enhancement Program (QEP) Writing Rubric. If you are in a face-to-face class on the Mountain View Campus, every classroom has a poster that lists these elements:
Clarity: understandable, nothing is confusing
Accuracy: the information is true, correct, and can be verified. Project demonstrates accurate and knowledgeable understanding of one’s ingroup and the outgroup and the relevant issue.
Precision: includes the specific information needed to address and explain the problem, issues.
Relevance: Incorporates meaningful information and observations. Information provided relates directly to the project.
Depth: includes enough complex information to address the psychological concepts related to ingroup and outgroup dynamics.
Breadth: involves more than one point of view; considers alternative perspectives
Logic: answers/paper makes sense; nothing is confusing, no contradictions
Significance: focuses on the important aspects of the ingroup’s and outgroup’s identities, positions, beliefs, norms, (culture). respondent’s life, not the trivial
Fairness: considers the thoughts and views of others